Pedagogical Practices for Fostering Agentic Engagement in Experiential Learning: A Systematic Literature Review

Abstract

The increasing emphasis on student-centered learning has highlighted the importance of understanding how pedagogical practices foster learners’ ability to actively influence and participate in their learning processes. This study aims to systematically identify and synthesize pedagogical practices that support agentic engagement in experiential learning environments. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Literature searches were performed using the Scopus database, resulting in 622 identified records, of which 10 studies met the inclusion criteria and were analyzed through thematic narrative synthesis. The findings indicate that agentic engagement develops through interconnected pedagogical mechanisms, including autonomy-supportive practices, student voice and co-creation, dialogic feedback, inquiry-based learning, and collaborative problem-solving. The review also demonstrates that experiential and nonformal learning environments provide authentic opportunities for students to exercise agency through decision-making, leadership, reflection, and active participation. This study contributes to the literature by integrating fragmented evidence on pedagogical conditions that enable learner agency and by highlighting the importance of designing learning environments that position students as active contributors and co-constructors of knowledge. Future research should further examine how facilitator competencies and contextual factors influence agentic engagement across diverse experiential learning settings.

Keywords

• Agentic Engagement
• Experiential Learning
• Learner Agency
• Pedagogical Practices
• Student Voice